Modal Verbs — Lesson Plan, English, Grade 9
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Lesson plan
| Section |
Grammar: Modal Verbs
|
| Lesson title |
Modal Verbs
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| Class |
9
|
| Lesson objectives according to program |
9.3.7.1 Использовать специфичную лексику и синтаксис в рамках неограниченных общих и учебных тем
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| Lesson objectives |
Students will know the functions of can, could, and be able to for ability and possibility.
Students will know how must, have to, and should express obligation and advice.
Students will know that modal verbs are followed by the base form of a verb and can form questions and negatives.
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| Values |
Responsible decision-making is developed as students distinguish rules and obligations from advice.
Respectful cooperation is encouraged as students listen to classmates and contribute to shared tasks.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Opening and Prior Knowledge 5 min |
Organisational moment:
Welcome students, check readiness, and introduce the lesson topic, modal verbs.
Ask: “Which modal verbs do you already know, and what do they express?”.
Answers:
Elicit examples such as “can” for ability, “must” for obligation, and “should” for advice.
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Students — prepare their materials and respond to the opening question with examples such as “can” for ability, “must” for obligation, and “should” for advice. | Names one suitable modal verb — 1 point. Gives a correct meaning for it — 1 point. Stage maximum — 2 points. | board, notebooks |
| Introducing the Grammar Focus 8 min |
Problem statement:
Present the question: “How can we express ability, possibility, obligation, and advice accurately in English?”.
Show example sentences: “I can swim,” “It might rain,” “You must wear a seat belt,” and “You should revise.”.
New material explanation:
Explain that modal verbs express meanings such as ability, possibility, obligation, and advice.
Explain that a modal is followed by the base form of a verb, as in “She can speak,” not “She can speaks.”.
Contrast “must” and “have to” for obligation with “should” for advice; model the question “Can you help?” and negative “You must not ru…
|
Students — listen to the explanation and identify the meaning of each modal in the examples. Students — answer the focus question: modal verbs express meanings including ability, possibility, obligation, and advice. Students — note the base-verb rule and the question and negative examples. | Identifies meanings of two example modals correctly — 1 point each, max 2 points. States the base-verb rule correctly — 1 point. Stage maximum — 3 points. | board, grammar reference cards |
| Modal Verb Presentation 7 min |
New material explanation:
Display a concise reference chart grouping “can/could/be able to” for ability or possibility, “may/might” for possibility or permission, “must/have to” for obligation, and “should” for advice.
Model one original example for each group and highlight the base form following a modal.
Ask: “Which sentence gives advice: ‘You must see a doctor’ or ‘You should see a doctor’?”.
Answers:
Confirm that “You should see a doctor” gives advice, while “You must see a doctor” expresses strong obligation or necessity.
Slide 1 — Modal Verbs
Slide 2 — Imagine a friend feels ill. You tell them, “You must see a doctor,” while someone else sa…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Ability and possibility
Slide 5 — Permission and obligation
Slide 6 — Which sentence gives advice: “You must see a doctor” or “You should see a doctor”?
Slide 7 — Advice and force
Slide 8 — Questions and negatives
Slide 9 — Choosing the right force
Slide 10 — Recall and apply
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Students — study the reference chart, record the modal groups and examples, and identify “You should see a doctor” as advice and “You must see a doctor” as strong obligation or necessity. | Classifies two modal examples correctly — 1 point each, max 2 points. Selects the advice sentence with a correct explanation — 1 point. Stage maximum — 3 points. | |
| Guided Practice Game 7 min |
Instructions:
Organize students into small teams and explain that they will match situation cards with an appropriate modal and meaning.
Give the situations: “You know how to ride a bicycle”; “Perhaps it will snow”; “School rules require you to arrive on time”; “Your friend feels tired.”.
Ask teams to choose a modal and make a complete sentence for each situation.
Check answers and briefly correct modal choice or verb form.
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Students — work in teams to match the situations with modals and form sentences, for example, “I can ride a bicycle,” “It might snow,” “We have to arrive on time,” and “You should rest.” Students — explain the meaning of their choices. | Chooses an appropriate modal for each of four situations — 1 point each, max 4 points. Forms one sentence with the correct base verb — 1 point. Stage maximum — 5 points. | |
| Independent Written Practice 8 min |
Questions to the class:
Assign students to complete four sentences independently using a suitable modal: “I _ speak two languages”; “You _ wear a helmet here”; “It _ be cold tonight”; “You _ ask your teacher for help.”.
Ask students to write one original sentence expressing ability, obligation, possibility, or advice.
Review responses, invite students to explain their choices, and correct errors in modal use and verb form.
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Students — complete all four sentences using suitable modals and write one original sentence. Students — explain that acceptable answers include “can” for ability, “must/have to” for obligation, “might/may” for possibility, and “should” for advice, depending on the sentence context. | Completes four sentence items with context-appropriate modals — 1 point each, max 4 points. Writes one original sentence with a suitable modal and base verb — 1 point. Stage maximum — 5 points. | |
| Quick Understanding Quiz 6 min |
Instructions:
Give a short individual quiz: choose the modal that gives advice in “You (should / must) drink more water”; correct “He can plays chess”; and identify the meaning of “It may rain.”.
Collect or check answers and clarify any remaining misconception.
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Students — complete the quiz independently. Students — identify “should” as advice, correct the sentence to “He can play chess,” and identify “may” as expressing possibility. | Chooses “should” for advice — 1 point. Corrects the sentence using the base verb — 1 point. Identifies possibility — 1 point. Stage maximum — 3 points. | |
| Reflection 4 min |
Runs the "Weather of the lesson" reflection. Students pick a weather icon for the lesson, then tag what caused it — gives the teacher a feeling × cause matrix.
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Students complete the "Weather of the lesson" reflection and assess their understanding of the topic. | States one accurate modal example — 1 point. Identifies one correct modal meaning or grammar rule — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep bags and belongings clear of walkways so students can move safely during team activities. Handle printed cards and classroom materials carefully and follow respectful discussion rules. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 9
- Language
- English
- Education direction
- Humanitarian
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